scholarly journals IELTS as a Literacy-Based Proficiency Test

2012 ◽  
Vol 3 (1) ◽  
pp. 46-51
Author(s):  
Sugeng Purwanto
Keyword(s):  
Action Research ◽  
English Language ◽  
Proficiency Test ◽  
English Literature ◽  
First Semester ◽  
Exploratory Case Study ◽  
Central Java ◽  
International English ◽  
Academic Year

This is an exploratory case study aimed at investigating whether or not International English Language Testing Systems (IELTS) scores correspond with literacy levels. During the 2011-2012 academic year, 20 first semester students in the English Literature Program in the Faculty of Language and Cultural Studies (Fakultas Bahasa dan Ilmu Budaya) at Universitas Stikubank (UNISBANK) were randomly selected to take the IELTS. Results were matched against predetermined criteria for literacy levels (Hammond, et al. 1992) in order to classify them into the appropriate levels of literacy. Findings indicate that all students (100 percent) were at the performative level of literacy with respect to their overall IELTS scores. Only 25 percent of the students on the speaking subtest and 20 percent of the students on the reading subtest managed to test at the functional level. It is therefore recommended that action research be conducted in Central Java level to upgrade the level of literacy from the performative level up to the informative level. As well, similar research may be conducted with a multi-disciplinary approach employing a correlational study between IELTS band scores with literacy levels.

scholarly journals Effect of Teaching English Literature on EFL Learners' Output

2017 ◽  
Vol 1 (9) ◽  
Author(s):  
Abdelraziq A bdelghani Mahil Ibrahim
Keyword(s):  
English Language ◽  
English Literature ◽  
English Teachers ◽  
Empirical Method ◽  
Teaching English ◽  
Efl Learners ◽  
Study Participants ◽  
Academic Year

This study aimed at investigating the effect of teaching English Literature on the EFL Learners' output. This study adopted a quasi-empirical method. The sample of the study consisted of (100) English teachers. The population of the study was all English teachers in Khartoum locality in the first period in the academic year 2017 / 2018. A questionnaire was constructed to the teachers to collect data. The study used the SPSS program to analyze the data. The results revealed statistically significant differences in students 'output because the study participants strongly agreed to (14) items in the questionnaire, which their  average ranged from (4.20 to 5.00) and that means that teaching English Literature is essential and necessary for EFL Learners because its effects on their output in English language. In the light of the study findings the researcher recommended that Curricula designers, educators, and experts should adopt literature-based syllabuses or include at least literature in the syllabuses.

scholarly journals Analisis Kebutuhan: Pembelajaran Bahasa Inggris Berbasis Padlet di Teknik Mesin Universitas Islam Riau

GERAM ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 63-72
Author(s):  
Fauzul Etfita ◽  
Sri Wahyuni
Keyword(s):  
Mechanical Engineering ◽  
English Language ◽  
Engineering Students ◽  
Needs Analysis ◽  
Fundamental Aspect ◽  
Structured Interviews ◽  
Teaching Materials ◽  
Engineering Department ◽  
Academic Year

Teaching materials are a set of tools or facilities that contain materials, methods and evaluations used by teachers or lecturers in learning. So far, the teaching materials released by several developers have rarely been in accordance with the needs of Mechanical Engineering students, where some of the teaching materials available still use general English. In this study, in order to compile an appropriate teaching material, researchers have conducted a needs analysis. Needs analysis is a fundamental aspect for English language lecturers for specific purposes (ESP) in identifying information or the main needs of students and investigating areas of student shortages. In line with this statement, this research is a case study design that aims to determine the needs of mechanical engineering students in learning English through Padlet at the Faculty of Engineering in the 2019-2020 academic year. The data in this study were collected from researcher observations, questionnaires and semi-structured interviews with 40 students and two English language lecturers in the Department of Mechanical Engineering. The results revealed that speaking and writing are the main focus of English skills in the Mechanical Engineering department and listening along with reading are the next English skills needed than others.

scholarly journals Intercultural competence of university teachers: a challenge of internationalization

2019 ◽  
Vol 7 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Anna Zelenková ◽  
Dana Hanesová
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Intercultural Competence ◽  
English Language ◽  
Course Design ◽  
Medium Study ◽  
University Teachers ◽  
Significant Deficit ◽  
Intercultural Mediators

Abstract The aim of the authors is to respond to the growing demands on the intercultural competence of university teachers due to intensified internationalization pressures on higher education, especially due to the growing number of students and teachers’ international exchanges. They report on an intercultural course design responding to this need, presenting a case study from Slovakia. First, they define the need of intercultural competence of university teachers, especially those teaching in English-medium study programmes. Then they share a) findings from a needs analysis preceding the design of a new curriculum for an intercultural competence course (ICC) at Matej Bel University (MBU) with three aims (development of linguistic, cultural and pedagogic competences); and b) results from action research during piloting the ICC course. A comparison of 2011 and 2018 surveys pointed to the growing dominance of the English language, including an increasing command of English by MBU teachers. The ICC curriculum, tailored to the pre-identified teachers’ needs, proved to be a feasible way of facilitating their intercultural competence. Its implementation revealed persistent prejudices and difficulties associated with overcoming them. It also confirmed a significant deficit in preparing university teachers for their role as intercultural mediators in English-medium courses.

scholarly journals A Syllabus Design in Learning Speaking for International Volunteers as Non-Native Speakers of Indonesian

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Laily Nur Affini
Keyword(s):  
Action Research ◽  
Research Study ◽  
Native Speakers ◽  
Voluntary Service ◽  
Central Java ◽  
Learning Centered ◽  
Project Site ◽  
Teaching Learning ◽  
Learner’S Perspective

Indonesia International Work Camp (IIWC) is an international organization. The organization facilitates Indonesian course to foreign volunteers who conduct a voluntary project in Indonesia. The course started in 2009 up to now. If there is one lack from the course, it is because the course did not have any syllabus. This action research study has a main purpose to design an Indonesian speaking syllabus for IIWC foreign volunteers based on contextual field at a project site. This action research included a basic action research routine: look, think and act. An approach employed in this research is case study. Questionnaires, interviews, notes, a teaching journal, recordings, photographs and videos were taken during the course process. The population of this research is the IIWC foreign volunteers. The sample of this research is Yurie Takahashi, a Japanese foreign volunteer who was the only new foreign volunteer came in Indonesia at that time. She conducted a social international voluntary service in Indonesia. The major research participants are I as the Indonesian speaking instructor, and the foreign volunteer as the learner. The collected data is analyzed using a process of reflection and interpretation that is categorizing and coding. The findings are:  the syllabus for Indonesian speaking course, for IIWC foreign volunteers who conducted a project at the project site of Fatimatuzzahro orphanage Semarang central-Java Indonesia. The syllabus employs a learning centered approach. Then the program evaluation revealed the instructor’s teaching and attitudes from the learner’s perspective and the learner’s progresses after joining the course. Eventually, the teaching materials compilation was taught from the syllabus made to be a handout of the course which can support the teaching-learning processes later. It is suggested to other IIWC’s Indonesian speaking instructors who will teach foreign volunteers at the orphanage can look at the syllabus in advance, so that they can know starting points in surveying the existing situation. It is also suggested to other researchers to take the uninvestigated cases in this research regarding Indonesian listening and pronunciation problems which later can be contributed as well to knowledge of applied linguistics.

Professional Development Landscapes

2017 ◽  
pp. 98-111
Author(s):  
Beril Yucel ◽  
Meral Güçeri
Keyword(s):  
Professional Development ◽  
Action Research ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Collaborative Action ◽  
English Language Teachers

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.

scholarly journals The Effectiveness of Collaborative Learning to Enhance English Communicative Competence: A Case Study of the First-Year Students at Thepsatri Rajabhat University

2018 ◽  
Vol 2 ◽  
pp. 15
Author(s):  
Sasilak Rodphotong
Keyword(s):  
Collaborative Learning ◽  
Communicative Competence ◽  
First Year ◽  
First Year Students ◽  
Satisfaction Questionnaire ◽  
First Semester ◽  
Post Test ◽  
School Schedule ◽  
Academic Year

The attempts of the present study aimed at investigating the effectiveness of collaborative learning to enhance English communicative competence and evaluating students’ satisfaction towards the instruction. The participants in this study were 1,471 the first-year students enrolled in the first semester, 2017 academic year. The students’ English proficiency according to the CEFR was A1. The instruments used were lesson plans, pre-test and post-test and satisfaction questionnaire. The lessons were comprised of various collaborative learning activities emphasizing at the following topics: self-introduction, school schedule, telling time, asking and giving information, food, leisure, describing people, describing things and giving direction. The period of experiment was 20 hours. The independent sample t-test was calculated to find the differences. The findings revealed that there were statistically significant differences at the level of .01 after teaching with collaborative learning. This indicated that the students’ communicative competence significantly improved. Besides, the satisfaction questionnaire was distributed at the end of the instruction and the results indicated that the students had a positive satisfaction towards the instruction.

scholarly journals Perspectives of Test Examiners of the Localized Speaking Assessment Framework: A Case Study in Vietnam

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Thi Nhu Ngoc Truong ◽  
Arshad Abd Samad ◽  
Thi Thanh Phan
Keyword(s):  
English Language ◽  
Standardized Test ◽  
Testing System ◽  
Proficiency Tests ◽  
Assessment Framework ◽  
Structured Interviews ◽  
Speaking Assessment ◽  
The Common ◽  
International English

The present study explores the test examiners'' perspectives on the role and qualitative aspects of the current localized speaking assessment framework used in Vietnam. A case study with two experienced test examiner-cum-English lecturers was conducted. Inductive content analysis was used to analyze the qualitative data findings obtained from individual semi-structured interviews. Drawbacks, merits, and standardization issues of the current localized speaking assessment frameworks, i.e., the Vietnamese Standardized Test of English Proficiency (VSTEP), were also discussed, especially in comparison to internationally recognized examinations and frameworks such as the International English Language Testing System (IELTS) and the Certificate in Advanced English (CAE) as well as the Common European Framework of Reference for Languages (CEFR). The study informed both English educators and policymakers to improve localized speaking assessment to suit the local teaching needs while still meeting the requirements of widely accepted international proficiency tests.

scholarly journals Penerapan Model Talking Stick untuk Meningkatkan Hasil Belajar Materi Pola Irama

2021 ◽  
Vol 1 (2) ◽  
pp. 85-91
Author(s):  
Rantamsih Rantamsih ◽  
Rintis Rizkia Pangestika ◽  
Muflikhul Khaq
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Data Collection ◽  
Learning Outcomes ◽  
Class Iii ◽  
First Semester ◽  
Classroom Action Research ◽  
Stick Model ◽  
Rhythm Pattern ◽  
Academic Year

Penelitian ini bertujuan untuk mengetahui penerapan model Talking Stick dan peningkatan hasil belajar pada materi pola irama kelas III SDN I Baledono. Jenis penelitian ini adalah Penelitian Tindakan Kelas yang dilaksanakan pada semester I tahun ajaran 2020/ 2021 dengan menggunakan dua siklus dan setiap siklus terdiri dari dua pertemuan. Subjek penelitian ini adalah siswa kelas III yang berjumlah 15 siswa. Teknik pengumpulan data diperoleh melalui wawancara, observasi, tes dan dokumentasi. Hasil penelitian ini menunjukkan bahwa penerapan  model Talking Stick dapat meingkatkan hasil belajar pada materi pola irama. Hal tersebut dibuktikan dengan data yang diperoleh melalui tes. Perolehan nilai pada tahap pra siklus yaitu 73 naik menjadi 83,33 pada siklus I meningkat menjadi 86,67 pada siklus II. Persentase Ketuntasan pada pra siklus yaitu 40% menjadi 73,33% pada siklus I meningkat menjadi 86,67% pada siklus II. Berdasarkan data tersebut bahwa ketercapaian hasil belajar yang diperoleh dengan persentase 86,67% melebihi indikator keberhasilan yang telah ditentukan peneliti yaitu 80%. This study aims to determine the application of the Talking Stick model and the improvement of learning outcomes in the material of the rhythm pattern of class III Elementary School I Baledono. This type of research is a classroom action research conducted in the first semester of the 2020/ 2021 academic year using two cycles and each cycle consisting of two meetings. The subjects of this study were 15 grade students. Data collection techniques obtained through interviews, observation, tests and documentation. The results this study indicate that the application of the Talking Stick model can improve learning outcomes on rhythm pattern material. This is evidenced by the data obtained through tests. The acquisition value in the pre-cycle stage, as 73, increased to 83,33 in the first cycle and increased to 86,67 in the second cycle. The percentage completeness in the pre-cycle, as 40% to 73,33% in the first cycle, increased to 86,67% in the second cycle. Based on these data, the achievement of learning outcomes obtained with a percentage of 86,67% exceeds the indicator of success that has been determined by the researcher, as 80%. 

Intercultural Language Teaching in Vietnamese Tertiary EFL Classes: A Participatory Action Research Study

2021 ◽  
Author(s):  
◽  
Phuong Thao Tran
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Language Policy ◽  
Participatory Action Research ◽  
English Language ◽  
Language Teaching ◽  
Second Phase ◽  
Participatory Action ◽  
Teaching Materials

<p>In 2008, Vietnam introduced a new English language policy based on the Common European Framework of Reference (CEFR), and subsequently in 2014 adopted a Vietnamese version of this, referred to as CEFR-V. In adopting the CEFR-V, English language education in Vietnam has taken on a conception of English language proficiency in which intercultural competence (IC) is thoroughly integrated. Nevertheless, despite the emphasis of IC in national language policy, little research has dealt with how teachers can adopt interculturally informed pedagogy in their daily classroom practice, and specifically professional development and learning can be harnessed to increase teachers’ capacity to adopt an intercultural stance in their teaching. This study aimed to redress this gap by investigating the process of adopting Intercultural Communicative Language Teaching (iCLT) practice in an English as a foreign language (EFL) course at a Vietnamese university. The research deployed an interpretive, qualitative, case study approach and Participatory Action Research (PAR) to explore the nature of the teaching of culture by three tertiary EFL teachers at a Vietnamese university, and by the students in their classes. The data were collected from classroom observations, teacher interviews, and pre-workshop-one and post-workshop-two focus groups with students. The research included two phases. The first phase of the study investigated the orientation to the teaching of culture in teaching materials and lessons taught by the teachers, and in their stated beliefs. Analysis of the three case study teachers showed that each of the teachers demonstrated both strengths and limitations regarding the teaching of culture in his/her stated perceptions and classroom practices. Cross-case analysis showed that the teaching of culture was intermittent and unplanned, and that the teachers held a static view of culture with little awareness of intercultural language teaching.  Drawing on these findings, the second phase of the research sought to develop a more principled engagement with culture by involving the case study teachers in two workshop cycles in which the teachers were introduced to principles and practical examples of intercultural language teaching and then implemented the redesigned intercultural-oriented lessons in the classroom teaching. The results drawn from classroom observation and interview data showed a positive impact of the workshops on the teachers’ teaching practices, perceptions, and understanding of intercultural language teaching. The study contributes to the growing body of scholarship on intercultural language teaching by showing how Vietnamese EFL tertiary teachers shifted from a cultural to an intercultural orientation through participating in an action research project. Accordingly, this study confirms the value of in-situ professional development for teachers. The study also shows how teachers, working from a set of intercultural teaching principles, can adopt an intercultural stance in their teaching even while working with existing teaching materials that contain little in the way of intercultural teaching affordances.</p>

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